Practice Activities – CLILSUBJECT PRACTICE ACTIVITIES: CONTENT & LANGUAGE INTEGRATED LEARNING GENERAL INFORMATION: The subject practice activities consist of doing individually five short exercises. The document must fulfil the following conditions: - Length: 3 pages (without including cover, activities’ statements, index or appendices –if there are any-). - Type of font: Arial or Times New Roman. - Size: 11. - Line height: 1.5. - Alignmen: Justified. Besides, the activities have to be done in this Word document: leave the activities’ statements where they are and just answer below them. In order to make the correction process easier, please, do not write the answers in bold, and it will then be easier to distinguish between them and the activities’ statements. On the other hand, the document must still fulfil the rules of presentation and edition, and follow the rubric for quoting and making bibliographical references as detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the “Subject Evaluation” document. Sending it to the teacher’s e-mail is not permitted. In addition to this, it is very important to read the assessment criteria, which can be found in the “Subject Evaluation” document. 1 Task 1 2 . Practice Activities – CLIL Name and surname(s): Sandra Milena Rojas Trujillo Group: 2017.02 Date: 24-09-2017 Practice Activities Do the following exercises and justify your answers. Practice Activities – CLIL Look at the contents of the grammar in the following indexes. 3 . An extract from a textbook designed for the teaching/ learning of EFL and addressed to Pre-intermediate students Adventure Elementary OUP This is an extract from a textbook designed for the teaching/ learning of EFL and addressed to Elementary students. by John Soars (OUP. What do they have in common? What was the criterion used to select the content? New Headway Pre-intermediate. 2000). " Content and language integrated learning. in these examples it can be observed that it is emphasized in both aspects since the purpose of the grammar is to make use of her to communicate or express something. it is observed as a common aspect the structure in which each index has been organized. grammar and vocabulary. According to these indexes of content. learners perform exercises related to topics that involve the development of skills and be able to talk about themselves. related to the real world that have the purpose of improving English in both examples can be appreciated this intention to guide work by making them incapable in the development of skills and the study skills for L2. both taking into account thematic units. According to Coyle (2010) refers to CLIL as an educational approach where special attention is paid to language and content. In addition.. where personal information is used. in very basic terms . besides taking into account the level of learning according to European Framework and are proposed Several levels according to the development of skills. we can observe that they intend to make language a functional and everyday activity.. This material has been designed taking into account the practice of skills based on everyday situations. Practice Activities – CLIL When I am observing the contents of the grammar in the indexes. Task 2 What are the differences between the following tables of contents? What do they suggest you? (Adapted from “Galaxy 2”) 4 . it is identified that the units start from a theme related to daily life. It can be very related to the traditional practice for the acquisition of the grammar and it emphasizes that: "The relevant structures are presented. Bridget’s family DA: If we look at. And they’ve got two daughters called… Emma and Sarah. This competition raises the need to make a study of language as a system that allows to determine if a certain statement is grammatically correct or not as it can be observed in the activity is intended that learners acquire the ability to use sounds. DA: No brothers? BG: No. the contents have no relation to the students' daily topics. BG: Jane. The first one recommends a series of activities that aim the development and work of the four skills (Reading. In this way. What type of methodological practice does it promote? This task raises an activity where linguistic competence is promoted according to Chomsky. a postulated mental organ that is dedicated to acquiring linguistic knowledge and is involved in various aspects of the use of language. through activities of the daily life of students. for example. and no brothers? BG: No. DA: Okey. What about this one? I’ve got one brother and he’s got two daughters. listening. The central object of study in linguistics is "the faculty of language". Language study Words ending in s Look at the transcripts below of David and Bridges talking about their families (section 26b and 19). including the production and comprehension of statements. The second figure presents an activity centered on the grammatical structure of a sentences do not take into account the development of the skills but rather that the student is in the ability to give reason about the proposed subject in terms of the use of words and how to form sentences correctly. Look at the following activity. Put the words ending in s or ‘s into categories. What about your father? BG: He’s got three sisters. it is evidence is loose activities in order to teach the operation certain structures. 5 BG: And your brothers married to… Jane? DA: Jane. morphological. David’s family BG: Now it’s my turn. erm. your mother Sheila. syntax and vocabulary correctly and properly. Your father’s called John? and your mother’s called Pat? DA: That’s right. Good. How many words are there ending in s or ‘s? Does the s or ‘s always mean the same? Some words always end in s. Has she got any brothers and sisters? BG: Yes. Practice Activities – CLIL Adventure Elementary OUP These figures propose two different schemes of how the subjects can be handled in the language class. writing and speaking). she’s got one sister. . his. forms. a person is linguistically competent if it conforms to the phonetic. DA: Oh. . Task 5 What does the following information gap activity suggest you? Student A 6 . In this exercise. Practice Activities – CLIL syntactic and lexical rules of a language. months of the year. hence the importance of mastering these skills and this is achieved from practice. Learners identify vocabulary related to days of the week. like “excuse me”. I can understand numbers and prices. This was stated by Noam Chomsky in 1957. I can understand times and dates. Adverbs of frequency Comparatives and superlatives and the form Going to [.. we can verify this principle because it insists on the practice of structures that allow the correct writing. GRAMMAR Adjectives: common and demonstrative Adverbs of frequency Comparatives and superlatives Going to […] British Council. numbers and prices in the application of surveys about the habits and customs of a region. Level A1 – English Foreign Language Learners are able to use expressions of courtesy such as apologizing. etc. “sorry”. I can understand the days of the week and months of the year. It is valuable to remember that it is through language that knowledge is acquired and the basic competences are made possible. saying thank you in their daily activities. dates. Learners correctly use adjectives: common and demonstrative. Task 4 What type of objectives would you include the following statements in? LISTENING I can understand simple words and phrases.] writing and producing written texts. “thank you”. linguistic. Although in my country the attempts in this approach are still complicated. cultural. 7 . both are always accommodated '. Practice Activities – CLIL COUNTRY CAPITAL France Dublin Spain Amsterdam Belgium Student B COUNTRY CAPITAL Paris Ireland Madrid The Netherlands Brussels In this task a CLIL activity is proposed based on the geography contents where a table with the countries and capitals must be completed where. in addition to acquiring knowledge about geographic information. we progress significantly in two fields by making a contrast between knowledge and language that are especially involved in the study of science. academic and other learning skills that achieve achievements in both content and language ' . geography and implications according to Mehisto (2008) development of social. that is. being the lack of own material a difficulty that is tried to solve from interesting research processes led by foreign language teachers. cognitive. therefore not usually the first language of the students involved. the L2 is used as a means to generate the communicative act is what Marsh D (2002) defines as: "CLIL refers to a dual-focus educational context in which an educational language. a significant advance is made to know and apply the strategies that promote the CLIL practice. is used as a medium in language learning. they take into account their interests because it allows to make a process meaningful and understandable for them. The development of a wide range of activities allows the progress of skills and abilities in learners and during the history of the study of languages have been proposed various models and approaches that contribute positively to the advance L2 as a mechanism that has a specific purpose that consists in solving the communicative problem and in order to make evident a process of adaptation to the change towards a global culture where preparation is required in this field as a positive response to this demanding process. Coyle (2010) says that special attention should be given to language and learning content and this can be achieved when learning from the learners' cultural interests and context. it is rather an opportunity where the teacher can vary its pedagogical action. there are many opponents as sympathizers of this process. Practice Activities – CLIL CONCLUSIONS: The contents that guide the process of acquiring an L2 should be guided by meaningful contents for learners. the only certain thing is that the results are reflected after its application. as has 8 . It is possible that the application of CLIL is not the answer to the dilemma of how to teach L2. since it is more useful to use the language to talk about what you like and generate greater expectation. The improvement of linguistic competence. D..). Cantero. Practice Activities – CLIL been expressed any change generates innovation and motivation making CLIL a significant learning opportunity implies a good pedagogical practice.d. BIBLIOGRAPHY Ball P. Frigols. Content and Language Integrated Learning: The European Dimension- Actions. Hood. G. Marsh. y Marsh. 9 . Content and language integrated learning. V. The. P. Trends and Foresight Potential). (n. D. Cambridge: Cambridge University. Macmillan: Oxford. Content and Language Integrated Learning. 26 81-104 Coyle. 2002.. P. Language and Literature 2014. D. Mehisto. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. (2010). Funiber. vol.. Marsh. M. D.